commoncorepcssd6

Grade 6 Unit: 3 Week: 7 Content: ELA Dates: 1/7-1/11

Theme: How can a person’s life story have an impact on those around him or her?
Essential Questions:

Why do some people seem “larger than life”?
Why are people curious about the lives of others?
What are the four kinds of life stories?

Focus Standards:

RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative meanings; analyze the impact of a specific word choice on meaning.
RL.6.5 Analyze how a particular stanza fits into the overall structure of a text.
RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Ongoing Standards:

SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
L.6.1e Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.
L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.6.3a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
L.6.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position of function in a sentence) as a clue to the meaning of a word or phrase.
L.6.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
L.6.4d Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.6.5b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
L.6.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

Objectives

TLW identify examples of figurative language, sound devices, and imagery in poems.
TLW create a biographical poem about a person from their reading.
TLW complete a style analysis of a poem.

Assessment
Product

The students will write biographical poems about one of the characters they read about in this unit.
In small groups the students will complete a style analysis activity using one (or more) of the poems in this unit.

Key Questions

What is figurative language?
What are sound devices?
What is imagery?
What is style analysis?
What elements make up a biographical poem?

Observable Student Behaviors

Students will use standard norms to participate in class discussions and in small-group discussions and activities.
Students will complete written assignments and activities.

Vocabulary

Alliteration
Figurative language
Hyperbole
Imagery
Metaphor
Meter
Onomatopoeia
Refrain
Rhyme
Rhythm
Simile

Suggested Activities

Read the following poems from the text:
“In a Neighborhood in Los Angeles” (HMU, pages 866-868)
“For Gwen, 1969” (HMU, pages 869-870)
“Losing Face” (HMU, page 579)
“Fireworks” (HMU, page 581)
“Like Bookends” (HMU, page 583)
Place each line from “Fireworks” on a sentence strip and have students work in groups to put the strips in order. Do the same with another poem of your choice.
Reprint “Like Bookends” and have students annotate the figurative language.
Choose one of the subjects from this unit and create a poem that reflects what you’ve learned about the person. (Marion Anderson, Matthew Henson, Will Steger, Bill Cosby, Helen Keller, Harry Houdini)
Read “A Way with Words” (HMU7, page 870).

Homework
Students will complete assigned and independent readings.

Terminology for Teachers

Lesson Plan in Word Format (Click Cancel if asked to Log In)

Resources
Professional Texts

Informational Texts

Art, Music, Media
http://zunal.com/webquest.php?w=13878

Games

Videos
www.discoveryeducation.com

Sight Words

SMART Board Lessons, Promethean Lessons

Other Activities
http://www.brighthubeducation.com/middle-school-english-lessons/60438-bio-poem-lesson-plan/
www.thinkcentral.com
www.discoveryeducation.com
http://www.kristinegeorge.com/swimming_upstream_companion_guide.pdf
http://www.favoritepoem.org/lessonplans-links/poetryandculture.html
http://lesson-plans.theteacherscorner.net/writing/poetry/
http://suite101.com/article/fun-poetry-ideas-for-the-middle-school-classroom-a90725
http://home.cogeco.ca/~rayser3/poetry.htm
http://www.poetryfoundation.org/downloads/BHM_MiddleSchool.pdf

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